Beruflich Dokumente
Kultur Dokumente
Expectations
By the end of the unit, most students will: systematically use bilingual and monolingual dictionaries and thesauruses to support vocabulary development; apply understanding of word parts, relationships, and context clues to determine the meaning of unfamiliar words and specialised vocabulary; understand affixes and roots and use these to guess the meanings of unknown words, and to extend, elaborate on and add precision to meaning; understand and respond to a range of information on unseen but more abstract subjects given in face-to-face or audio-only monologues and dialogues of up to 15 exchanges; identify a speakers or writers opinion and supporting arguments; prepare and make 15-minute presentations to an audience, on topics that interest, inform, and propose ideas or action; summarise and evaluate persuasive texts; understand a wide range of features of formal written English and text cohesion; read a variety of persuasive and discussion texts evaluating arguments, claims and recommendations, and comparing them to other evidence and beliefs to form a balanced view of a text; independently write, edit and revise texts of approximately 20 sentences in a coherent structure with paragraphs and varied sentence structure; compose persuasive texts of at least 500 words arguing for or against a particular view on an issue of topical, or personal interest. Students who progress further will: speak accurately and fluently in a series of connected utterances with good control of basic language structures and appropriate use of more advanced forms. Students who make slower progress will: deliver a series of connected utterances with reasonable accuracy and without undue hesitation.
Vocabulary
Advertising: aggressive, attract, audience, aware, consumer, contrast, effective, encourage, exaggerate, focus (on), inform, lead/mislead, persuade, pressure, peer pressure, promote, symbol, target/target group, slogan, keeping up with the Joneses, bombard, etc. Opinions: admire, approve/disapprove, concerned, consequently, convince, keen (on), moreover, object (to), regard (as), support, etc.
341 | Qatar English scheme of work | Grade 12A | Unit 12A.7 | Advertising
Unit 12A.7
CORE STANDARDS Grade 12A standards
12A.1.1 Recognise, understand and use at least 4500 words for listening, speaking, reading and writing, extending and consolidating the active vocabulary words from Grades K9.
12A.1.3
Recognise and investigate euphemism and connotation. Expand their range of idiomatic expressions from both UK and US English using basic English dictionaries of idioms to extend understanding. Recognise and investigate ways in which English acquires neologisms. Consolidate use of bilingual dictionaries in paper-based format and online. Use such dictionaries to find word meanings and alternative words and phrases to enhance speech and writing. Define new vocabulary in Arabic if there is a direct equivalent or in simple English if there is no equivalent, with alternative English phrases or expressions. Consolidate understanding of roots from Grades 711. Extend ability to recognise and spell root words, generate new words and determine the spelling of unfamiliar words from a wide range of affixes.
12A.2.1
12A.3.2
Understand and respond to persuasive arguments, debates and discussions with two or more participants.
342 | Qatar English scheme of work | Grade 12A | Unit 12A.7 | Advertising
11 hours
12A.4.2
12A.4.3
Use a variety of interactive and language-repair strategies to initiate, maintain and conclude a conversation of at least 20 minutes involving a variety of linguistic and paralinguistic communication strategies.
12A.4.4
Speak fluently: stay on the topic and maintain relevance; use rich content ideas developed with elaboration and detail, backed by relevant examples and minimised use of redundancy; cooperatively develop the topic; show independence by eliciting more from the interlocutor; negotiate meaning, and keep talking; take longer turns and allow others to develop their longer turns; process and express more complex ideas; talk at length without hesitation and at normal speed; deal with unexpected questions or comments.
12A.5.3
Use a variety of functional phrases to enhance a presentation to an audience for greeting, introducing, stating the purpose, giving an overview, linking ideas, referring to visuals, summarising, recommending, concluding and dealing with questions.
12A.5.4
Prepare and make to an audience a 15-minute presentation on a topic that interests and informs (current or past events).
12A.5.6
Summarise and evaluate persuasive texts and presentations, distinguishing fact from opinion, seeking clarification, giving relevant feedback, discussing merits, issues, options, preferences and proposing alternatives.
343 | Qatar English scheme of work | Grade 12A | Unit 12A.7 | Advertising
11 hours
12A.7.6
11A.8.2
Consolidate ability to plan a piece of writing in note or diagrammatic form showing the main points in sequence.
12A.9.3
Drawing on experience of reading, compose information texts which present information based on personal knowledge or research, showing ability to: construct a clear plan in the form of notes, a summary, a flowchart, or concept map showing the main elements and the connections between them, as a basis for writing; tailor the text to a particular audience; synthesise information from a range of sources; select vocabulary and typical language to suit the purpose; organise texts in ways appropriate to their content by chronology, priority, comparison and signpost this clearly for the reader; use ICT to organise and present the text attractively and in ways that help the reader, using headings, lists, paragraphs, diagrams and, where possible, illustrations that are drawn, scanned or pasted as appropriate; follow basic conventions of recording and acknowledging sources in footnotes, bibliographies or forewords by attributing reported speech, mentioning a book, website, author in the text, as relevant.
344 | Qatar English scheme of work | Grade 12A | Unit 12A.7 | Advertising
11 hours
12A.8.5
345 | Qatar English scheme of work | Grade 12A | Unit 12A.7 | Advertising
Activities
Objectives
5 hours Advertising and audience targeting Students are able to: use key vocabulary to explain the purpose of advertising; recognise and investigate ways in which English acquires neologisms; identify and critically understand emotive and persuasive language and how it is used to manipulate perceptions; [continued]
Unit 12A.7
Possible teaching activities
In groups, students complete a quiz to raise awareness of the power of advertising. Questions should require students to identify logos, slogans and jingles from well-known brands and the advertisements used to promote them. Include a range of products (e.g. cars, mobile phones, fast-food restaurants, sports wear, cleaning products, sweets). Discuss the use of proprietary eponyms that are known in Qatar (e.g. Hoover, Kleenex, Xerox, Biro, Jacuzzi). Use the results of the quiz to lead into a short general discussion on the purpose of advertising. In groups, students brainstorm the ways in which we are exposed to advertising. Each group reports back to the whole class, starting with the group with the longest list. Make a list on the board, for example: in newspapers and magazines on television and radio on the Internet by junk mail on public transport in bill boards
Notes
A full lesson plan with worksheets on branding and brand names can be found on the British Council website for English teachers at: www.teachingenglish.org.uk/try/ plans/brand/brand.shtml An alternative introduction: Ask students to think if they have ever bought anything they didnt really need or want. What was it? Why did they buy it? Students tell a partner about it. Lead into a general discussion on advertising.
School resources
This column is blank for schools to note their own resources (e.g. textbooks, worksheets).
346 | Qatar English scheme of work | Grade 12A | Unit 12A.7 | Advertising
Objectives
[continued] apply an understanding of word parts, word relationships and context clues to work out the meaning of new vocabulary; give and ask for opinions, agree and disagree; understand and respond to persuasive arguments, debates and discussions with two participants; follow the progression of points in a discussion, infer speakers points of view and intention and distinguish fact from opinion.
Notes
Advertisement should include a picture, some text and a slogan. Alternatively, record and show a TV commercial. .
School resources
347 | Qatar English scheme of work | Grade 12A | Unit 12A.7 | Advertising
Objectives
Notes
Profiling: The advertising industry classifies people according to earnings, education and social habits and gender. The general classifications are: Higher managerial, administrative or professional (upper middle class) Intermediate managerial, administrative or professional (middle class) Supervisory or clerical and junior managerial, administrative or professional (lower middle class) Skilled manual workers (skilled working class) Semi-skilled and unskilled manual workers (working class) State pensioners or widows, casual or lowest grade workers (those at the lowest levels of subsistence)
School resources
C1
C2 D
In small groups, students compare and contrast two or three television or magazine advertisements for the same kind of product (e.g. mobile phones, washing powders, perfumes, soft drinks, cars) and decide which they like best or think is most effective, and why. Remind students to identify and investigate the use of emotive and persuasive language as well as euphemism and connotation in the texts. Monitor group-work for correct usage of language of giving and asking for opinions, agreeing and disagreeing. Each group prepares to present their ideas to the rest of the class. Before they prepare, review features of a good presentation, including: a consistent structure; use of appropriate language for introducing, developing main ideas, summarising and concluding, opinions clearly presented with supporting reasons; speaking with few hesitations from notes; use of paralinguistic features; ability to handle anticipated and unexpected questions from the audience and, where appropriate, maintain a dialogue with them. Groups prepare and make a presentation to the rest of the class.
348 | Qatar English scheme of work | Grade 12A | Unit 12A.7 | Advertising
Objectives
Notes
School resources
2 hours Press advertising Students are able to: prepare and make to an audience a 10-minute presentation on a topic that interests and informs; compose information texts which present information based on personal knowledge or research; use a dictionary and a thesaurus to select vocabulary and typical language to suit the purpose.
Students work in groups of four. Give each group a copy of a broadsheet and a copy of a tabloid newspaper. Students prepare to answer the question What do the advertisements tell about the typical readership of a publication? Students estimate the percentage of the whole paper that is given over to advertising by counting the total number of pages and the number of pages that consist of adverts; they record this figure. They divide the adverts into categories according to the target audience that they recognise (with reference to the audience profile from the reading text). They compare: the number of A, B and C1 adverts to the C2, D and E ones; the male to female elements of the adverts, etc. Groups prepare a summary of their findings and present to the whole class. In groups, students look at online newspapers and compare the types of advert theyre promoting. Does traditional audience profiling still apply to this medium? Or are there other factors at play? To help students prepare to write a report of approximately 500 words on their findings, discuss the content of the report before students begin writing. Students prepare a plan in the form of notes, a summary, a flow-chart or concept map showing the main elements and the connections between them, as a basis for writing. They use a dictionary and a thesaurus to select vocabulary and typical language to suit the purpose. They use ICT to organise and present the text attractively and in ways that help the reader, using: headings; lists; paragraphs; diagrams; where possible, illustrations that are drawn, scanned or pasted as appropriate. Most websites rely on advertising for revenue to pay for their service costs.
349 | Qatar English scheme of work | Grade 12A | Unit 12A.7 | Advertising
Objectives
4 hours Role-play and writing Students are able to: interact in paired and group discussions and more formal discussion; prepare and make to an audience a 10-minute presentation on a topic that interests and informs; compose information texts which present information based on personal knowledge or research; read persuasive texts in a variety of genres presenting and arguing for a particular point of view, comparing the organisation and language features of texts serving similar purposes; respond to, evaluate and criticise a range of persuasive texts, referring to the texts for evidence; compose a persuasive text, arguing for or against a particular view on an issue of topical interest.
Notes
In order for the simulation to work, provide students with real advertising costs from local papers, TV and radio stations.
School resources
They present their plans to the rest of the group. Students read a persuasive letter or article about a controversial aspect of advertising, for example, advertising junk food, cigarette advertising or sponsorship of major sporting events by tobacco companies. Students identify typical organisational and language features of a persuasive text. They assess the validity of the point of view presented in relation to its internal coherence and objectivity, distinguishing fact from opinion. They evaluate arguments, claims, and recommendations comparing them to other evidence, beliefs and values. They analyse the use of persuasive language intended to imply or create half-truths or pseudo-truths. Students individually compose a 500-word essay on a controversial aspect of advertising, for example Does advertising make you buy things you dont need? Brainstorm the content and elicit organisational and language features typical of a discussion essay as necessary. Use ideas to develop assessment criteria. Students draft their essay using ICT. They edit and improve their work using the assessment criteria as a guide. See standard 12A.9.4 for a list of typical features of persuasive language.
350 | Qatar English scheme of work | Grade 12A | Unit 12A.7 | Advertising
Assessment
Assessment
Listening
Unit 12A.7
Notes
Listening carries approximately 20% of the assessment weighting for this grade.
School resources
Speaking
Speaking carries approximately 30% of the assessment weighting for this grade.
Reading
Students read a selection of short texts (e.g. adverts or cuttings from brochures) followed by multiple-choice questions or true/false/doesnt say statements about the writers intentions and opinions, target group, etc. Students write an essay of approximately 300 words on a topic related to advertising, for example Does advertising make you buy things you dont need?
Reading carries approximately 20% of the assessment weighting for this grade.
Writing
Writing carries approximately 30% of the assessment weighting for this grade.
351 | Qatar English scheme of work | Grade 12A | Unit 12A.7 | Advertising
352 | Qatar English scheme of work | Grade 12A | Unit 12A.7 | Advertising